The paper deals with an important self-regulatory capacity in the teacher, i.e. his view of his own efficacy. The concept, originally elaborated by Albert Bandura, has important consequences in the field of education. It shows (1) how the teacher perceives his/her abilities to influence the pupil and (2) how he/she judges the potential of instruction to overcome unfavourable external factors, such as family environment. As research has revealed, teachers with a high view of their own efficacy are more resilient, more motivated, and have a tendency to introduce new instructional strategies, to pay attention to individual pupils, etc. The paper shows the developmental curve of teacher view of own efficacy and discusses the influences of pre-service training and professional development programmes on teachers‘ views of their own performance.